Teaching literacy using the local language and learner achievement at lower primary in Uganda’s schools, a case of selected schools in Bukwo district

Abstract

The study examined the effectiveness of teaching literacy using the local language in lower primary: a case study of Bukwo District. The study was guided by the following objectives; to examine the effectiveness of teaching literacy using Local language in lower primary schools in Bukwo District; to establish the challenges in implementing teaching literacy using the local language in lower primary schools in Bukwo District; and to identify efforts to promote teaching of literacy using the local language in lower primary schools in Bukwo District. The study applied a descriptive research design with both qualitative and quantitative methods used. The study used questionnaire and interview guide in collecting data from the field. It is concluded that teaching literacy using local language in lower primary schools is effective as indicated by the following measure; teaching literacy in local language make it easy for learners to easily understands the instructions due to the familiar; because pupils who know their local language will do better even when they use English, pupils are in position to understand well when they are taught literacy in the language they understand (local language), lower primary pupils when they are taught in local language they are familiar with, it become easy for them to relate it to English among others. It is concluded that the implementation of aching literacy using local language in lower primary schools has experienced many challenges that have failed its success like inadequate pre-service training in literacy instruction to the local language teachers, curriculum is not sufficiently focused on literacy instruction, inadequate provision of in-service training in literacy teaching methodology has is one of the challenges that has affected the implementation of teaching literacy using local language in lower primary schools, half-hearted attempts at developing primary language skills and literacy, lack of parental or community participation and support for literacy instruction for their children failed the implementation of teaching literacy using local language in lower primary schools among others. It is further concluded that promotion of teaching literacy using local language in lower primary schools requires efforts of different stakeholders and among these include; offering teachers who teaches local language relevant training skills would improve teaching literacy using local language in lower primary schools, reviewing colleges’ curriculum in order to meet the skills training for pre-service teachers will improve teaching literacy using local language in lower primary schools, adjusting the curriculum to accommodate local languages would improve teaching literacy using local language in lower primary schools, encouraging materials development and publication in local languages will improve teaching literacy using local language in lower primary schools among others. The study recommends that teaching and learning materials should be delivered to schools on time and the Standards Officers should be touring the schools regularly to check on the progress and requirements regarding local language programme. In service training should be provided to the teachers for them to fully understand and appreciate what they are supposed to do and also the college training must as well incorporate the local languages.